A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities

Autor/inn/en	Root, Jenny R.; Knight, Victoria F.; Mims, Pamela J.
Titel	A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 1, S.56-61 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143416680997
Schlagwörter	Severe Disabilities; High Schools; Secondary School Teachers; Instructional Design; Relevance (Education); Teaching Methods; Generalization; Pictorial Stimuli; Science Instruction; Engineering; Visual Stimuli; Inquiry; Literacy Education; Language Arts; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; High school; Oberschule; Lesson concept; Lessonplan; Unterrichtsentwurf; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Fantasieanregung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Maschinenbau; Sprachkultur
Abstract	Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01